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IMPROVING AND REPORTING SCHOOLS' PERFORMANCE

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EDUCATION DEPARTMENT OF WESTERN AUSTRALIA

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IMPROVING AND REPORTING SCHOOLS' PERFORMANCE

January 1996

EDUCATION DEPARTMENT OF WESTERN AUSTRALIA

Lorraine Scott

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FOREWORD

This framework for the accountability of school performance has two major purposes:

to assists schools to improve the educational outcomes for their students and to enable

them to demonstrate their achievements to their communities and to the Corporate

Executive of the Education Department.

The framework is intended to be used by schools and district superintendents. Schools

may use it to identify the strengths and weaknesses of their performance in seven key

areas of activity and to determine means of improving that performance. The district

superintendent will use the framework for the purpose of validating the judgements of

the school. The framework provides the basis for ongoing discussion between the

district superintendent and the school principal in relation to school improvement.

Consistency of judgements among district superintendents will be enhanced by the use

of the framework as the basis for their reporting to Corporate Executive about the

performance of schools.

With each of these processes in place, both individual schools and the system as a whole

will be better able to demonstrate their accountability to government and the community

and to demonstrate their capacity to manage additional responsibilities when these arise.

All staff are encouraged to develop an understanding of and commitment to the

framework, as a tool both for the improvement of schools' performance and the more

effective accountability of the government schools system.

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Peter Frizzell Neil Jarvis ć cutive Directors (Schools)

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System-level Quality Assurance

Quality assurance involves the establishment of processes to improve, monitor and

report publicly on the organisation's performance against predetermined objectives.

Quality assurance also assumes a commitment by all employees to monitoring and,

where necessary, to improving their personal performance. Line managers are

responsible for ensuring that these processes are in place for activities under their

control and that the information obtained is reported to all interested parties, both within

and outside the organisation.

Tn schools, a great deal has already been achieved in the development of quality

assurance processes. Student performance data are routinely used to monitor

performance and school development plans report this information, together with

initiatives proposed to address weaknesses. Quality assurance processes also operate at

the system level and comprise three aspects:

SYSTEM ACCOUNTABILITY AND QUALITY ASSURANCE

The performance of students

This includes Monitoring Standards in Education (MSE), TEE and other performance data, participation and retention rate data and other information obtained by the learning area superintendents.

The performance of schools

This involves district superintendents monitoring and reporting for each school on a range of school processes including student learning, planning for improvement, curriculum delivery and learning environment.

Each of these aspects must be monitored and reported in the Department's Annual

Report as the system-level equivalent of the school development plan.

This document deals with the second aspect of accountability - the performance of

schools - and includes an Improving and Reporting Schools' Performance chart (in the

centre of the booklet) to enable schools and district superintendents to work towards

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The performance of system services

This aspect deals with the monitoring of all programs, projects, practices and services of the central and district offices. Each provider is to monitor and report its performance levels to the appropriate director or executive director on a regular basis.

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improvement and to make judgements in seven key areas of school activity: student

learning; focus on improvement; leadership; curriculum delivery; learning

environment; managing staff; and communicating with the school community.

For each key area the characteristics that indicate good practice are listed, together with

pointers providing more finely-detailed indicators. This booklet provides assistance for

schools wishing to improve their performance as well as a common basis for achieving

consistency of judgements across staff within schools and across the district

superintendency.

The Process for Judging and Reporting the Performance of Schools

It is envisaged that the process of judging and reporting school performance will have

three aspects:

SCHOOL SELF EVALUATION Staff consider evidence to make judgements about performance against the

improvement and reporting chart.

1 EXTERNAL VALIDATION - DISTRICT SUPERINTENDENT

Principals use a range of evidence to demonstrate their schools' performance against the Improving and Reporting Schools' Performance chart to the district

superintendent.

i SYSTEM REPORTING AND ACCOUNTABILITY

District superintendents report to Executive Directors (Schools) on the performance of schools to enable the preparation of a system-level report and

to fulfil the accountability function.

Initially, the staff within the school will judge their performance in the seven key areas

by using the Improving and Reporting Schools' Performance chart. The district

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superintendent, using information gained from the schools as they demonstrate their

performance as well as a range of other available information, will validate the school's

self-placement on the chart. Finally, the district superintendent will report his or her

judgements, in summary form, to the Executive Directors (Schools).

School Self-evaluation and Improvement of Performance

Since the introduction of the school development planning and accountability policies in

1989 and 1991, there has been an emphasis on schools monitoring the performance of

their students and then planning for improvement where a need is demonstrated by the

analysis of student performance data. District superintendents ensure that schools

involve themselves in these processes as a culture of self-improvement fundamental to

quality assurance. Indeed, the first two key areas listed in the Improving and Reporting

Schools' Performance chart are Student Learning and Focus on Improvement.

The remaining five key areas have been included as a result of wide consultation with

district superintendents and principals: Leadership, Curriculum Delivery, Learning

Environment, Managing Staff and Communicating with the School Community.

In each area there is a strong emphasis on schools having acceptable and sound

processes in place rather than their being judged on whether they are achieving them in

a particular way.

None of the above affects the importance, or required contents, of school development

plans. These remain the documents for the school to demonstrate its performance in

terms of student learning, and its plans for improvement through a focus on

improvement. School development plans will also remain the major vehicles for

schools' accountability to their communities.

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External Validation - The Role of the District Superintendent

In relation to schools, the district superintendents have two major roles:

• providing leadership and support for the principals; and

• monitoring and reporting on the performance of the schools.

In relation to the second role, the main focus of a district superintendent's visits should

be on the school demonstrating its performance in the key areas. Hence, the details of

the discussions should be largely set by the school, but the district superintendent should

ask questions of clarification and detail within the context of the school's

demonstration. For some schools the district superintendent may need to ask more

specific questions to gather the information needed to make judgements about the

performance. For example:

• How is performance in mathematics monitored?

• What steps have been taken to ensure comparability of teacher judgements?

• Who is involved in the analysis of this performance information?

• How has the school responded to this performance information?

• How has the information about student performance been communicated to

the school community?

In order to make the reporting task more manageable, for each visit the district

superintendent might ask the school to focus its demonstration on two or three of the

seven areas. However, over time all seven areas would need to be addressed.

Following the visits, the district superintendent will need to:

• make judgements about the performance of the school; and

• provide feedback to the school.

The judgements will be based on all the information the district superintendent has

about the school and, while largely influenced by the school's demonstration, will also

be based on other sources such as minutes of school-based decision-making groups;

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details of the way in which the school deals with complaints; the cross-boundary

applications into and out of the school; and discussions at district principals meetings.

The feedback following the school visits, usually in the form of a letter or report, should

outline:

• the issues discussed and the processes the school has in place to address

them;

• the superintendent's judgements on those aspects of the school's

performance on which it was possible for a judgement to be made;

• the superintendent's comment on the adequacy of the school's judgements;

and

• further action required by the principal or the school.

Copies of these reports should be kept at the district education office and be available to

the relevant Executive Director when in the district or when specific issues arise. They

will also form the basis for reporting school performance from the district

superintendent to the Corporate Executive.

System Reporting and Accountability

As a result of a series of monitoring visits to schools in their district, district

superintendents will report to the Executive Directors on the performance of schools in

the district. These reports will be based on the seven key areas of school performance.

District reports should be summaries of the school reports by type of school, e.g.

primary, secondary, district high, education support. For example, a district-level report

might note that 12 out of 18 primary schools have " Functioning" level performance in

the Student Learning area or that three out of four district high schools are still at the

" Developing" level for Learning Environment.

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Although only summary data are reported as a matter of course, Executive Directors

will have access, when required, to district superintendents' reports and judgements

about specific schools.

Ensuring Consistency of Judgements About School Performance

While the Improving and Reporting Schools ' Performance chart provides a consistent

basis for schools and district superintendents to make judgements, the chart alone will

not ensure the consistency of the actual judgements. Therefore:

1. All district superintendents will undergo a thorough professional development

program in relation to the seven key areas, performance characteristics, pointers and

the improvement and reporting chart.

2. Executive Directors (Schools) and district superintendents will work with principals

at the district level to explain and clarify the seven key areas, performance

characteristics, pointers and chart.

3. District superintendents will work together from time to time to allow comparison

and moderation of judgements.

4. Executive Directors (Schools) will work with and monitor the judgements of district

superintendents to improve consistency of judgements across districts.

Review of the Improving and Reporting Schools' Performance Chart

The chart and the notes included in this document are the result of a great deal of input,

consultation and deliberation. This does not mean, however, that they cannot be

improved. A review process will be established but changes will only be made after the

framework has been in use, all aspects of it have been examined and stakeholders have

been consulted.

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• Regular, valid and reliable school-level information has been collected on student performance relevant to all of the school's performance indicators

• The information enables comparisons over time and between like groups. Reliable judgements are made about the level of performance being attained by students across all performance indicators.

• The school closely matches all programs and experiences and the identified needs of the whole student population.

• The school has comprehensive and effective processes for identifying and providing for the individual differences of target groups; ;hese processes are reviewed on a regular b All teachers e effectiveness

sis. ploy and monitor the f a range of teaching

methods in pn*iding for various learning styles and individual groups. The school constantly identifies, recognises, promotes and values goad practice in teaching and learning.

• Regular, valid and reliable school-level information has been collected on student performance relevant to most of the school's performance indicators.

• The information enables comparisons over time and between like groups. Reliable judgements are made about the level of performance attained by students across most performance indicators.

• Valid and reliable information on student performance exists for some performance indicators or some subjective information is available for all performance indicators. This information is collected on an irregular basis.

• The information allows for limited comparisons over time and between like groups. Judgements are made about the level of performance by its students across some performance indicators

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• Information on student performance exists but only relates to a few performance indicators; the need for information to have greater validity and reliability is recognised. The need to collect information in a more systematic way is also recognised.

• Judgements are made about student performance in relation to a few performance indicators. Judgement-making processes are developing. '

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• Information on student performance and/or performance indicators does not exist.

• Judgements about student performance do not exist.

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IMPROVING AND REPORTING SCHOOLS' PERFORMANCE

STUDENT LEARNING FOCUS ON IMPROVEMENT LEADERSHIP CURRICULUM DELIVERY LEARNING ENVIRONMENT MANAGING STAFF COMMUNICATING WITH THE SCHOOL COMMUNITY

• Through the use of quality performance data, reliable judgements are made in the identification of areas requiring improvement.

• Planning for and achieving improvement in student outcomes is a focus of all staff of the school.

• School resources are utilised in a planned way and areas specially identified as requiring improved student outcomes are well resourced.

• Financial resources are managed in a way that meets all audit requirements.

• All staff understand and share the school's vision to improve student outcomes.

• Leaders display trust through modelling and enabling individuals and teams to make decisions.

• Leaders evaluate the leadership climate within the school as a matter of routine.

• All staff understand and value the ethos and direction of the Education Department of Western Australia (EDWA).

• The school has achieved a high standard in establishing processes to monitor the learning environment and to ensure the wellbeing of students and staff.

• A successful partnership process has resulted in a highly-valued and dynamic policy for managing student behaviour.

• All staff recognise and value contributions to continuous improvement at all levels.

• The school has excellent processes in place for meeting the professional needs of staff both collectively and independently.

• School performance reporting systems are highly regarded by parents.

• Parents' views about the school's performance and operation are sought to achieve sustainable mutual benefit.

• Successful, regular and well-understood processes have been established to enable parents to be involved in decision making about issues related to their children and the school.

• As school community focus is embedded in all aspects of school life.

• The school uses performance data to identify areas that require improvement.

• Planning for improvement is seen as important and is approached in a systematic and analytical way.

• The school links most resources to plans for addressing improved student outcomes.

• Recommendations from external financial audit reports receive immediate and decisive action.

Most of the staff understand and share the school's vision to improve student outcomes.

A team approach is evident and functions effectively across the school.

The leadership climate is monitored on a regular basis.

A broad cross-section of staff understands and values the ethos and direction of EDWA.

• The school has regular processes for identifying the needs of its student population and using this information to provide an appropriate range of programs and experiences.

• The school has effective processes for identifying and providing for the individual differences of target groups.

• Most teachers employ and monitor a range of teaching methods in providing for various learning styles and individual groups.

• The school often identifies, recognises promotes and values good practice in teaching and learning.

• The school has sound processes in place to monitor the learning environment to ensure the wellbeing of students and staff.

• The managing student behaviour policy is effective and is the result of an extensive participative process involving the whole school community.

• Effective performance management processes are in place and are well understood across the whole school.

• Professional development processes are well developed and implemented.

• School performance reporting systems are effective.

• The school has been successful in enabling and encouraging parents to express their views about the performance and operation of the school.

• Processes have been established to enable parents to be involved in decision making about issues related to their children and the school.

• A school community focus is a well-developed aspect of school life.

• Performance data are used to identify most areas targeted for improvement.

• The school engages in planning for improvement.

• Most resources are linked to plans for improvement.

• External audit reports are actioned.

. Most staff understand the school's vision to improve student learning outcomes.

. A team approach is evident.

• The leadership climate is monitored from time to time.

• Most staff value and have an understanding of EDWA's ethos and direction.

• The school matches some programs and experiences to the identified needs of the student population.

• The school has some effective processes in place for identifying and providing for the individual differences and target groups.

• Most staff employ and monitor the effectiveness of a range of teaching methods to provide for various learning styles and individual groups.

• The school sometimes identifies, recognises and promotes good practice in teaching and learning.

• The school monitors the learning environment to ensure the wellbeing of students and staff.

• Participative processes have resulted in a functioning managing student behaviour policy.

• Performance management processes have been developed and are functioning.

• Professional development processes have been developed and are functioning.

School performance reporting systems are functioning.

The school has processes in place to enable and encourage parents to express their views about the school's performance and operation.

Processes exist to enable parents to be involved in decision making about issues related to their children and the school.

• A school community focus exists.

• Some use of performance information has been made to identify priority areas to bring about improved student learning.

• Little planning for improvement takes place.

• Efforts are made to link resources to planning for improvement.

• The timeframe to action financial audit reports is extended.

• Unity of purpose at the school level is emerging; barriers are being eliminated.

• A team approach is developing.

• An understanding of the need to monitor the leadership climate exists.

• Some staff value and have some understanding of EDWA's ethos and direction.

. The school is beginning to match programs and experiences to the identified needs of the student population.

• The school acknowledges the need to identify and provide for the individual needs of target groups.

• Some staff use a range of teaching methods to provide for various learning styles to suit individual groups.

• The identification and recognition of good practice in teaching and learning are limited but emerging.

• There is a developing sense of the need to be more proactive in monitoring the learning environment and to ensure the wellbeing of students and staff.

• Limited but developing participative processes have resulted in a managing student behaviour policy.

• There is a developing sense of the importance of performance management processes.

• Professional development processes are emerging, as is the acknowledgment of their importance to student learning.

• School performance reporting systems are developing.

• Processes to enable parents to express views about the school's performance and operations are emerging.

• The idea of parents as partners in the learning process is developing.

A school community focus is emerging.

• Performance data are not used to identify areas requiring improvement.

• Planning for improvement is in its initial stages.

• Resources are not used in a planned way.

• Attention to financial audit reports is not evident.

• Unity of purpose at the school level does not exist.

• Staff work independently and in isolation.

• An understanding of the need to promote leadership is not evident.

• Staff neither understand nor value EDWA's ethos and direction.

• The programsand experiences are offered without refere ce to the needs of the student popul tios.

. The school does not identify and provide for individual differences or target groups.

• The school does not link teaching methods and learning styles.

• The school does not acknowledge the need to identify, recognise, promote and value good practice in teaching and learning.

• Monitoring of the learning environment to ensure the wellbeing of students and staff is yet to emerge.

• The effectiveness of the managing student behaviour policy is limited.

• A recognition of the importance of continuous improvement of staff does not exist.

• Professional development processes are limited.

• Student performance reporting is limited.

• School performance reporting does not exist or is limited.

• Processes for allowing parents to express their views about the school's performance and operations do not exist.

• The idea of parents as partners in the learning process is not recognised.

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TUDENТ LEARNING

PERFORMANCE

POINTERS CHARACTERISTICS

1. The school has valid and • The school's performance indicators closely

reliable information available match those of The Outcomes We Seek; on student performance in • student performance information is available for relation to all of its performance

the full range of the school's performance indicators. indicators;

• available student performance information is recent and is collected on a regular basis; and

• available information is both valid and reliable.

2. The school is using the • Staff are questioned about and encouraged to information to make valid and

debate the reliability and validity of the

reliable judgements about

judgements made; student performance in relation • judgement-making processes are widely to all its performance understood, transparent and defensible; indicators. • staff participate in the judgement-snaking

processes; and • endeavours are made to measure student

learning against recognised standards.

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Each school monitors and makes judgements about student performance.

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FOCUS ON IMPROVEMENT

Each school has a clear focus on improvement based on a thorough analysis of student performance information.

PERFORMANCE CHARACTERISTICS

POINTERS

1. The school uses performance data to identify areas that need attention.

• The school employs a systematic plan to collect data on all school performance indicators;

• quality data on student performance are used to identify and set all school priorities; and

• qualitative and quantitative data from a variety of sources are used to make judgements about student performance.

2. The school engages in planning for improvement

• In its planning, the school acknowledges the links between its school priorities and student outcomes;

• systematic processes are in place to identify school needs and this is done in consultation with the school community;

• the analysis of student performance data is thorough and the results are reported to the school community; and

• school staff and the community members participate in school planning and in endorsing school development plans.

3. The school manages its human, financial and physical resources in accordance with its plans for improvement in its identified areas and its need to maintain ongoing programs.

• Identified areas requiring improvement attract additional resources;

• school decision-making groups participation in school development and resource planning;

• financial and human resource allocations are included in the school development plan and endorsed by the school-based decision-making group; and

• plans are responsive to changing needs and systemic requirements.

4. Schools manage their finances within the parameters established for the government school system.

• Financial auditors' reports are promptly addressed.

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LEADERSHIP

Each school has leadership that promotes a shared vision for the school and a commitment to the purpose and directions of the school.

PERFORMANCE CHARACTERISTICS

POINTERS

1. The school's leaders communicate a common and clear vision of the school based on continuing improvement in student outcomes.

• The school leadership effectively communicates its vision, direction and goals to staff, students, parents and the community;

• the role of leadership is understood and acknowledged by the school's senior managers; and

• the actions of the school's leaders demonstrate their commitment to improvement in student learning outcomes.

2. The school's leaders are committed to the use of a team approach in bringing about improved student learning outcomes.

• Staff input is encouraged in developing strategies for improving student outcomes;

• a collaborative approach is employed in exploring ways to improve student learning outcomes; and

• school leaders display trust by enabling and assisting individuals to set objectives and make decisions.

З . The school's leaders evaluate the leadership climate within the school.

• School leaders evaluate their own performance; and • school leaders assess the overall effectiveness of

leadership across the school.

4. School leaders share and promote the ethos and directions of the Education Department of Western Australia.

EDWA's ethos and directions are effectively communicated to all staff and the school community; and school leaders demonstrates by their actions a commitment to the ethos and directions of EDWA.

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... .... ................... ................ .. .............. ............. CURRICULUIVI DELiYERY

Each school delivers a curriculum appropriate and responsive to the needs of its students.

PERFORMANCE

POINTERS CHARACTERISTICS

1. The school offers a range of

• Reliable information is collected to determine the appropriate programs and

needs of students;

experiences to meet the needs • the school uses this information to make judgements of the whole student about the courses it offers; and

population. • curriculum offerings are reviewed regularly and improvements made as necessary.

2. The school identifies and

• Processes exist for identifying the specific needs of caters for the individual

individual students and groups of students; differences of target groups. • performance of identified individual students or

groups of students is monitored; • data are systematically collected to monitor the

suitability of specific programs for students with special needs.

3. The school employs and

• The school uses, monitors and makes judgements monitors a range of teaching about a range of teaching strategies to ensure that strategies to provide for various learning styles and individual groups are various learning styles of

catered for; and

individuals and groups. • a range of technologies is explored to enhance learning experiences.

4. Processes are in place to • Processes are in place to identify quality in teaching identify and promote quality and learning; in teaching and learning. • good practice is acknowledged widely within the

school and its community; and • the school culture encourages acceptance of change

intended to improve student learning outcomes.

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EARNING ENVIRONMRNI

Each school provides a learning environment that is physically and emotionally safe and strongly encourages academic excellence.

PERFORMANCE

POINTERS CHARACTERISTICS

1. The school monitors the • The school monitors the physical and emotional learning environment and

wellbeing of its students;

responds accordingly. • the school responds to ensure that the physical and emotional learning environment is safe;

• all school personnel value and strive to achieve an environment where learning is valued; and

• students at risk are identified promptly and early and appropriate action taken reduce their risk.

2. The school has an effective • Staff, students and parents are involved in the policy for managing student

formation, implementation and review of the school's

behaviour. policy for managing student behaviour; • students, staff and parents are well informed about the

school's policy for managing student behaviour; and • support structures are provided for students and staff

within school's policy for managing student behaviour.

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MANAGING STAFF

Each school manages the performance and deployment of staff to maximise student learning.

PERFORMANCE

POINTERS CIIARACTERISTICS

1. The school engages in • Performance management processes are well performance management understood and effectively implemented; processes for all staff. • performance management is linked to the school's

needs as identified in its planning for improvement; and

• performance management is valued by staff and school leaders.

2. The school has processes in • Professional development is linked to school planning, place to identify, plan and performance management and other review processes review professional

in the school; development and other staff

• staff participate in professional development planning;

needs. • systematic structures are in place to review professional development needs and outcomes; and

• professional development needs of all staff are addressed.

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)HMUNICATlNG WITH THE SGHQQL COMMUNITY

Each school communicates effectively with the parents and the school community.

PERFORMANCE-CHARACTERISTICS

POINTERS

1., The school has effective systems for reporting each student's performance to his/her parents.

• Documentation and processes for reporting student performance are regularly reviewed;

• parents are encouraged to respond to information provided in student reports; and

• teacher/parent communication is encouraged at all stages during the reporting cycle.

2. The school reports to parents on a range of issues, including school performance.

• Parent/teacher meetings are held on a regular basis; • regular, quality communication is provided to parents;

and • school/community interaction and discussion is

encouraged about a range of school issues, including school performance.

3. The school enables and encourages parents to express their views about the performance and operation of, the school.

Parents are encouraged to put forward their views; an effective communication network exists in the school; . parents are involved in debate at relatively complex levels; and data collected from parents are used to assist school improvement planning.

4. The school enables parents to be involved in decision making about issues related to their children and the school.

• Structures exist for the effective involvement of parents in decision making; and

• structures exist for the consideration of the responses and views put forward by parents.

5. The school has a customer focus orientation

• Customer relations processes (e.g. consultative mechanisms, complaints management and grievance procedures) are in place;

• staff are empowered to take appropriate corrective action and to improve customer service; and

• on the basis of feedback from customers, action is taken to improve all aspects of the school.

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GLOSSARY

Accountability is the process through which schools demonstrate that they are performing effectively in terms of the education students receive. Schools must also demonstrate that they are operating within the policy framework of the government schools system.

Communicating With The School Community includes all those processes schools have in place to communicate with those who need to know about student and school performance. It also includes the processes for determining and responding to the wishes and needs of the community members.

Comparability of Teacher Judgements is the result of processes to ensure that all teachers would make the same judgements as a result of an examination of the same evidence. This needs to be built into processes for analysing student performance.

Consistency of Judgements - See Reliability of Judgements.

Curriculum Delivery includes all the issues that lead to a child's experiences at school. It includes courses, syllabuses, teaching practices as well the experiences during non-class time. The school has a responsibility to ensure that the curriculum in the school achieves improved student outcomes and is appropriate and responsive to student needs.

Education Department of Western Australia's Annual Report is the document through which the Department demonstrates its accountability to Parliament. Production of the Annual Report is a legal requirement.

Focus on Improvement includes all the planning processes schools have in place to bring about improved student outcomes. Central to this process is the need for schools to have a clear sense of direction and purpose founded in an ethos of improved student learning.

Improving and Reporting Schools' Performance is the structure developed to assist schools and district superintendents in making judgements about school performance. It has value at the school level in promoting and enhancing self-evaluation processes.

Judgements about school performance are made by teachers, principals and district superintendents. District superintendents are responsible for informing the relevant Executive Directors about the performance of schools.

Leadership includes all the actions taken to develop and achieve a shared vision within a school.

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Learning Environment includes all aspects of the physical, emotional and intellectual climate of a school.

Management Information System is the set of all performance data used by schools to monitor all aspects of their business.

Managing Staff includes all the processes the schools have in place to improve student learning through the performance management, development and deployment of staff.

Monitoring Standards in Education (MSE) is the Education Department of Western Australia's system-wide performance monitoring program based on student achievement against a standard framework of student outcomes.

Performance Characteristics are the indicators of successful achievement for each of the key performance areas.

Performance Information is the data collected by schools to enable them to make judgements about the achievement of their objectives and to assist in their improvement. Information needs to be recent, valid and reliable.

Pointers are observable characteristics that indicate that a school has achieved, or is in the process of achieving, the Performance Characteristics.

Quality Assurance is a set of processes put in place to monitor and report performance against agreed outcomes.

Reliability of Judgements is achieved when the judgements made by one person are the same as those made by others when based on the same situation and evidence.

School Development Plan is the working document that helps to focus teachers' efforts in bringing about improved student outcomes. It is a report to the school community demonstrating the performance and plans of the school.

Student Learning in this framework means the level of performance attained by students measured against performance indicators. System-wide performance indicators are the "Outcomes We Seek" listed in the Department's Statement of Ethos and Purpose. Some schools also have their own list of performance indicators.

Validity of Judgements is achieved when the judgements being made are against the intended outcomes rather than against some other outcome.

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EDUCATION DEPARTMENT OF WESTERN AUSTRALIA

Library Digitised Collections

Author/s:

Western Australia. Education Department

Title:

Improving and reporting schools' performance (draft)

Date:

1996

Persistent Link:

http://hdl.handle.net/11343/115522